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Creating, Collaborating and Computing in Math Enhancing the teaching and learning of mathematics using technology Year 3 (2015-2016) Riverside School Board and McGill University- September 28 th , 2015

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Page 1: CCC-M F2F meeting_150928

Creating, Collaborating and Computing in Math

Enhancing the teaching and learning of mathematics using technology

Year 3 (2015-2016)

Riverside School Board and McGill University- September 28th , 2015

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9:00-9:30 Themes and objectives of the projectGroup norms and participation3 identified student learning problems

9:30-10:00 Data Analysis10:00-10:15 Break10:15-12:00 Data Analysis12:00-13:00 Lunch13:00-13:30 Sharing strategies and positive experiences (math boost camp and more)13:30-14:00 Review of strategies seen in CCC-M14:00-15:00 Curriculum Mapping OR Planning the Formative Assessment

Agenda

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1. Student success in mathematics2. Digital literacy3. Focus on the transition from elementary to

secondary4. Professional learning network5. Use of data to monitor and orient practice,

inquiry, and learning

Key Themes of CCC-M project

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Objectives for Year 3

1. Cultivate a community of practice in mathematics teaching and digital tools2. Develop solutions and measure and evaluate the results (More focus on Student learning data) 3. Develop practice of using digital tools for teaching and learning math4. Promote reflective practice and inquiry

A Key Activity for Year 3Video-based Reflective

Practice

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ARRIVE ON-TIME AND PREPARED REMAIN ON TASK /TOPIC BE AN ACTIVE MEMBER OF THE GROUP  WITHOLD ALL JUDGEMENT RESPECT OUR PEERS RESPECT THE STUDENTS: no mention of names

(looking at facts not behaviours) REMAIN POSITIVE AND SUPPORTIVE

Group Norms

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Participation and team work

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CCC-M Website: http://ccc-m.wikispaces.coma) Successful strategies in my classroom: Motivation /

Discipline / Content delivery / Technology / Classroom organization / Student support / Formative assessment

Our Discussions

b)Math Concepts that Students struggle with in Elementary Cycle 3 and Secondary Cycle 1: Arithmetic / Geometry & Measurement / Other concepts

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Identified Problem Areas in the Math Learning

1) Transfer mathematical knowledge to a variety of contexts

2) Decoding Application Questions and Situational Problems

3) Student Engagement and Motivation

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1. Read and analyze the data from the June 2015 examinations

2. Start globally and work down to the specifics3. Pay careful attention to distribution 4. List your observations and questions5. Identify 2 student learning problems for your school6. List possible causes7. Verify the causes8. Plan for remediation, instruction and assessment9. Implement and revise

Data Analysis

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2015 2014 2013 2012 2011 2010 2009 2008

C1Grade

6 80.12 75.56 

77.89 

74.94  74.01  74.4

 75.59

 69.23

Sec. 2 68.54   65.81 62.83 53 49.23 56.23 79.74 70.43

C2Grade

6 71.55 63.04  70.04  64.07  74.72  83.07 

69.15 

74.72

Sec. 2  55.61  62.05 47.9 22 45.33 46.82 64.15 59

End of Year Evaluation Success RateElementary Cycle 3 Year 2Secondary Cycle 1 year 2

RSB

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Analyzing Data

Observations

STATE FACTS ONLY!

Students with IEPs have a 20% lower success rate on Mastery Problems

Questions

Why are IEP students struggling more with MC questions than Short Answer questions?

Why are boys not justifying their steps in Application Questions?

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E.g. Sec III students with IEPS at SFHS are below proficiency in mathematics, especially at problem solving (AQ). There is a 40% gap between students with IEPs and students without IEPs.

Student Learning Problem

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E.g. Students with IEPs are struggling readers-they have

literacy difficulties with word problems Students with IEPs are not getting the help needed

during the exam. They are not accustomed to “Natural Reader”.

Students with IEPs have increased organizational problems. Therefore, they have difficulties organizing their thoughts and work in complex word problems.

Causes

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Verify Causes  CURRICULUM

(QEP and POL)

INSTRUCTION(teaching practices

and principles)

ASSESSMENT(type,

frequency and quality of

evaluation tools)

EQUITY(socio-economics or other factors that don’t allow equity) for e.g.

language

CRITICAL SUPPORTS(enough teacher

preparation, PD and support)

POSSIBLE CAUSES

  

Does not emphasize mathematics problem

solving (AQ)  

Not using best practices consistently (see

principles and practices of high quality math

teaching)

 

Students with IEPs do not have access to

readers (e or human) during in class

exams

Teachers do not feel prepared to teach non-routine problem solving

 Teachers need PD and

tools

 RESEARCH FINDINGS

 Rigorous curriculum

benefits students and narrows achievement

gaps (NRC, 2005; Singham, 203)

    

Groupings with differentiated

instruction, flexible groupings, extra help for

students and varied instructional approaches that build on students’

understandings are recommended (NCTM,

2000;NRC, 2005;Oakes, 1993)

   Teacher preparation is an important factor in student achievement

(Singham 2003)

LOCAL DATA FINDINGS

 Problem solving is emphasized more in

enriched math classes, not regular ones

       

VERIFIED CAUSES

 Lack of emphasis on

problem solving, especially in regular math

classes  

Not using best practices consistently     Teachers do not feel

prepared or equipped

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E.g. of school strategies: Teachers will provide, model and use graphic organizers

with students to plan and solve application questions. Teachers will teach how to use highlighting strategies (2

colors) IEP students will be given 1 small word problem every

class and 1 application problem per week Teachers will use the 360 classroom model once every

two weeks to show student thinking and problem solving strategies

Remediation

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E.g.: 1 daily exit card (formative assessment) and

highlighting mistakes My Favorite No! (twice a week) Common formative assessment (all

teachers) once every two weeks.

Assessing Progress

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Collect formative assessments and common assessments from students

Observe student work (artifacts) Identify the types of mistakes made by

students (conceptual, procedural, etc.) Identify the misconceptions Discuss and plan teaching implications and

strategies (see SWART chart)

Re-evaluate

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Members and guests Grade 6 Math Boost Camp (Kristie and

Sandra) Summer Math Institute

Sharing Best Practices

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https://www.teachingchannel.org/videos/middle-school-math-teacher-collaboration-sbac

How did the lesson change depending on each classroom context?

What do the teachers learn from looking at student work?

How do the teachers support each other and push each other's thinking?

Collaboration and looking at student work (next meeting)

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Practices of High-Quality Teaching

http://sitemaker.umich.edu/ltp/home

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Flipping the classroom Math talk Formative Assessment 3 problem solving strategies: working

backward, error analysis, modelling the problem visually (bar model or other)

Open questions Effective feedback Peer to peer

Strategies for Better Math Learning

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Flipping the Class

Explored a variety of technology tools that can be used to have students explore concepts before teaching

Video recorded lessons and use of apps like explain everything to have students show what they know

Explored Edmodo as a tool for students to share their thinking

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Who is doing most of the talking in the class?

Is the task rich enough to allow a good level of reasoning and conversation to happen?

Open Questions and Discourse

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An example of FA used for providing feedback

How do the teachers design questions to receive and give feedback to students?

What are the criteria for designing good feedback questions?

https://www.teachingchannel.org/videos/linear-equation-misconceptions-ccssmdc

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Type of feedback given to Students

Gain in performance

Student’s interest in

further learningMarks None Top Students +

Bottom of students -Comments 30% All students

Both None Top students +Bottom students -

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Reviewing homework effectively: https://

www.teachingchannel.org/videos/peer-assessment-homework

Peer to peer assessment

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Talk Moves Summary

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4 Steps toward productive talk:

1. Helping students clarify their own thoughts and share them clearly

2. Helping students attend to the thinking of others

3. Helping students deepen their own understanding

4. Helping students engage with the reasoning of others

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HELPING STUDENTS CLARIFY THEIR OWN THOUGHTS AND SHARE THEM

CLEARLY

Suggested talk moves: Increase wait time Turn and talk (think-pair-share) Will you share that with the class? Can you say more about that? So are you saying…? (Teacher Revoicing)

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HELPING STUDENTS ATTEND TO THE THINKING OF OTHERS

Suggested talk move: Student revoicing:

Who can repeat what… just said? Who can say that again? Who can put that into their own words? Tell us what your partner said (after a turn

and talk)

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HELPING STUDENTS DEEPEN THEIR OWN UNDERSTANDING

Suggested talk move: Pressing for reasoning

Why do you think that? How did you get that answer? Why did you think that strategy would work? Can you prove that to us? I’m not sure I understand. Can you explain it

to me step-by-step?

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HELPING STUDENTS ENGAGE WITH THE REASONING OF OTHERS

Suggested talk move: What do you think about that? Do you agree with….? Why? Who can add on to what… just said?

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Final Activity Today

Curriculum Mapping(Elementary)

Planning Formative Assessment (Secondary)

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Recap

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Revisit the purpose of the community Subgroups within the Edmodo community App Sharing

Edmodo and the community of practice

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Dates for F2F meeting 1. Sep. 28th, 2015 2. Nov. 24th , 2015 3. Jan. 22nd, 2016 4. March 16th , 2016 5. April 26th , 2016

F2F meetings in Year 3